Navigating and Selecting Tools for Distance Education

This presentation from the CSTA 2021 Annual Conference addresses the critical challenge of helping computer science teachers effectively navigate the overwhelming abundance of online educational resources, particularly in the context of distance learning that emerged during the pandemic. Created by researchers from Rutgers University's Center for Effective School Practices in collaboration with educator Margaret Incantalupo from Sparta Township Schools, the presentation provides a systematic framework for finding, adapting, and implementing digital tools to promote learning, justice, and engagement in computer science education.

The presentation outlines practical strategies across three main areas: finding resources through advanced Google search techniques, peer collaboration, student input, and effective advocacy with administrators; adapting resources by gauging student understanding, ensuring standards alignment, and adding collaborative elements; and implementing various educational platforms and tools effectively in the classroom. Special emphasis is placed on a six-step advocacy process for securing needed resources from school leadership, involving research, meeting scheduling, clear proposals, educational rationale, financial planning, and consistent follow-up.

Throughout the framework, the presenters emphasize the importance of equity and inclusion, recognizing that effective resource selection must consider diverse student populations varying across race, socioeconomic status, academic performance, and prior computer science experience. The work represents findings from the Computer Science Teaching & Learning Collaboratory, a research-practice partnership involving 15 diverse school districts across New Jersey and Pennsylvania, demonstrating how research-backed strategies can be successfully implemented in real classroom settings to reach all learners through innovative approaches to distance education.